Unibertsitateko irakasleen profesionalizazio baterantzazterketa teorikoa
ISSN: 0214-9753
Año de publicación: 2017
Volumen: 29
Número: 1
Páginas: 147-168
Tipo: Artículo
Otras publicaciones en: Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria
Resumen
El desarrollo docente es reconocido como un factor relevante para la mejora de la calidad educativa en las instituciones de educación superior. No obstante, detrás de este término se esconden concepciones y prácticas diferentes. Este trabajo pretende analizar los cambios y continuidades de este concepto a lo largo del tiempo y comprender profundamente la complejidad de sus significados, para lo cual abordaremos la construcción de estos significados en sus contextos de producción socio-histórica y de investigación científica. Esta perspectiva de análisis nos permite concluir que se ha ido transitando desde un enfoque orientado a apoyar al profesorado en su desarrollo como docente, profesional y/o académico, hacia otro, enfocado a favorecer procesos de enseñanza-aprendizaje efectivos a nivel micro y macro. Estos desafíos explicitan la necesidad de fomentar visiones más amplias que, más allá del profesorado, fijen la atención en las organizaciones, los marcos y las infraestructuras que se dirigen a la enseñanza-aprendizaje.
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